Quality first teaching

Quality First Teaching (QFT) is a style of teaching that focuses on high quality and inclusive teaching for every child in a classroom. Quality First Teaching relies on a variety of learning strategies in order to be effective, like differentiated learning and the use of SEND resources. In short, QFT is an approach that highlights the need for a personalised learning experience and encourages greater inclusion of children with SEND needs.
 

The Process we use to support all children:

Stage 1 - Universal provision

All children at Freshford Church School are provided with quality first teaching in an inclusive classroom that is differentiated to meet the diverse needs of all learners. This whole school approach of continually assessing, planning and reviewing teaching to allow every child to achieve their full potential is the starting point for identifying whether a child requires ‘additional or different’ teaching provision and what kind of provision is needed. 

Stage 2 - Early intervention support

If a child, despite quality first teaching is still not making expected progress, extra support will be put in place eg small group pre/post-teaching, extra 1:1 reading sessions, adaptions to the classroom environment, evidence based interventions such as ELSA, Phonic  programmes etc. This intervention is recorded and reviewed on the AP (Assessment point) progress document.

Stage 3 - Targeted, intensive additional support

If progress is still not being made we may involve external agencies eg educational psychologist,  speech and language to assess the child.  An IEP (individual education plan) will also be drawn up to set and review specific targets. This support will arise from and continue to follow a four part cycle, known as the graduated approach, through which earlier decisions and actions are revisited, refined and revised, leading to a growing understanding of the child’s needs and of what supports the child in making good progress and securing good outcomes, as described below: 

Assess:  Data on the child held by the school will be collated in order to make an accurate assessment of the child’s needs.  Parents will be invited to contribute to this early discussion to support the identification of action to improve outcomes.  
 
Plan:  If review of the action taken indicates that ‘different from or additional to’ support will be required, the appropriate evidence-based interventions will be  identified, recorded and implemented by the class teacher with advice from the SENCo.  

Do:  This additional support will be recorded on an IEP that will identify a clear set of expectations, which will include stretching and relevant academic and developmental targets. Parents and the child will also be consulted on the action they can take to support attainment of the desired outcomes.  This will be recorded and a date made for reviewing attainment. 

Review: Progress towards these outcomes will be tracked and reviewed by the teachers three times a year for those at Stage 3 on the school's SEN Record of Need and six times a year for those at Stage 4 on the school's SEN Record of Need. In addition to these IEP reviews, there are child progress meetings three times per year between the Head teacher and the class teacher where all children’s progress is reviewed.  

If the assessment from an external specialist such as an Educational Psychologist, Speech and Language Therapist or Occupational Therapist indicates a specific need and/or diagnosis they will also provide an IEP to be worked on in school. If outside agencies are used, the school will always ask parents’ permission before making a referral and any recommendations for changes to the way a child is supported to learn will be discussed with parents.

Stage 4 - EHCP

For a very small percentage of children, whose needs are significant, complex and long term and the support required to meet their needs cannot be provided from within the school’s own resources, through Quality First Teaching or additional provision, a request will be made to the local authority to conduct an assessment of education, health and care needs.  This may result in an Education, Health and Care Plan (EHCP) and extra funding being provided.

 If your child is added to the school's SEN Record of Need at Stage 1, 2 or 3, please note that this does not come with extra funding for the child. Being included in the school's Record of Need does not change anything for you or your child, it means that we can monitor and review more closely what additional support might be needed.